Post on 19-Jan-2021
Citizen Report Card Study Education Sector District Okara - Punjab
Goal 4 of the UN Sustainable Goals: ‘Ensure inclusive and equitable quality education
and promote lifelong learning opportunities for all’. Providing education to all the
citizens of the country is a primary responsibility of the Government. Without an
educated population, no country can make progress and compete with other nations.
In Pakistan, the number of out of school children is huge. As education falls in the
Provincial Governments domain, it has to make a determined effort to achieve the
goals of the SDGs in the education sector by the year 2030.
To determine the state of the services provided by the Punjab Government in District
Okara, Transparency International Pakistan undertook this research. The objective
of the study is to provide the Punjab government with an external review of
the services offered to the general public with recommendations to address the
gaps to improve the state of the education sector in the Province.
This research will be disseminated amongst the Punjab Government, civil
society organizations, academia, media, public and other stakeholders. TI Pakistan
is confident that the Punjab Government will utilize this report to improve the
performance of the Education sector at the district level to improve the facilities
provided to the general public.
This research has been made possible due to a grant from Transparency
International
Secretariat. Saad Rashid Executive Director Transparency International Pakistan
© 2018 www.transparency.org.pk
Ashfaque Ahmed
ashfque@transparency.org.pk ashfq004@gmail.com
Saad Rashid, Executive Director
Transparency International Pakistan would like to thank Ms. Saima Batool President,
Sudhar Development Organization (SDO) and members of her team for collaboration
in the study.
Every effort has been made to verify the accuracy of the information contained in this
report. All information was believed to be correct as of October 2017 as per sources
quoted in this report. Nevertheless, Transparency International Pakistan cannot
guarantee the accuracy and completeness of the contents beyond the sources
verified for the purpose of the study. Nor can Transparency International Pakistan
accept responsibility for the consequences of its uses for other purposes or in other
contents. Contributions to this report by authors external to Transparency
International Pakistan do not necessarily reflect.
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Table of Contents
1. Introduction ..................................................................................................... 9
1.1 Background ................................................................................................... 9
1.2 Study Objectives ......................................................................................... 16
1.3 Duration ....................................................................................................... 16
1.4 Scope ........................................................................................................... 16
2. Research Methods.......................................................................................... 17
2.1 Research Design .......................................................................................... 17
2.2 Focus Group Discussion ............................................................................. 18
2.3 Sample Technique and Size ........................................................................ 18
2.4 Instrument of Data Collection ..................................................................... 18
3. Analysis and Results ...................................................................................... 19
4. Recommendations ......................................................................................... 31
5. References ..................................................................................................... 32
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List of Acronyms
CRC Citizen Report Card
DSP Differential Stipends Policy
FGD Focus group discussion
GER Gross Enrolment Ratio
GIR Gross Intake Ratio
GoP Government of Punjab
NEP National Education Policy
NER Net Enrolment Rates
NFE Non-formal Education
NGO Non-Governmental Organization
RSU Reform Support Unit
SIP School Improvement Plan
SMC School Management Committee
SSP Standard Stipends Policy
TED Teacher Education and Development
TI Transparency International
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List of Tables
Table 1. 1 Pakistan Teacher student ratio ........................................................................ 13
Table 1. 2 Number of Schools in Okara ............................................................................. 15
Table 1. 3 Number of students and teachers in Okara ..................................................... 15
Table 3. 1 Gender .............................................................................................................. 19
Table 3. 2 Tehsil ................................................................................................................ 19
Table 3. 3 Teachers attending school daily ....................................................................... 19
Table 3. 4 Teachers' Punctuality ...................................................................................... 20
Table 3. 5 Teachers' individual attention .......................................................................... 20
Table 3. 6 Teachers' qualification ..................................................................................... 21
Table 3. 7 Teachers performing their duties well ............................................................. 21
Table 3. 8 Incidents of Corporal Punishments .................................................................. 21
Table 3. 9 Condition of School Building ............................................................................ 22
Table 3. 10 Maintenance of School building ..................................................................... 22
Table 3. 11 School Building for Education Purposes ......................................................... 22
Table 3. 12 Availability of Free Course Books ................................................................... 23
Table 3. 13 Availability of library....................................................................................... 23
Table 3. 14 Facilities for Differently able children ............................................................ 24
Table 3. 15 Availability of Furniture .................................................................................. 24
Table 3. 16 Cleanliness in schools ..................................................................................... 25
Table 3. 17 Cleanliness around schools ............................................................................ 25
Table 3. 18 School Security ............................................................................................... 25
Table 3. 19 Boundary wall ................................................................................................. 26
Table 3. 20 Availability of Water ....................................................................................... 26
Table 3. 21 Availability of clean toilets ............................................................................. 27
Table 3. 22 Air Ventilation ................................................................................................ 27
Table 3. 23 Proper lights in Schools .................................................................................. 28
Table 3. 24 Extracurricular Activities ................................................................................ 28
Table 3. 25 Unnecessary demand of money ..................................................................... 29
Table 3. 26 Administration performing their duties ......................................................... 29
Table 3. 27 Cooperation of school Administration ........................................................... 29
Table 3. 28 Corruption in Schools ..................................................................................... 30
Table 3. 29 Redressal of Complaints ................................................................................. 30
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List of Figures
Figure 1. 1 Number of schools at Primary, Middle and Secondary level .......................... 10
Figure 1. 2 Student Enrollment at Primary, Middle and Secondary level ......................... 11
Figure 1. 3 Overall Enrollment at Primary, Middle & Secondary 2015-16 ....................... 11
Figure 1. 4 Enrollment by Gender in Punjab ..................................................................... 12
Figure 1. 5 View of a public school in Okara ..................................................................... 14
Figure 1. 6 Infrastructure availability in public schools .................................................... 14
Figure 2. 1 Enumerators with TI Pakistan representative ................................................ 17
Figure 2. 2 Focus Group Discussion .................................................................................. 18
Figure 3. 1 Gender ............................................................................................................ 19
Figure 3. 2 Tehsil ............................................................................................................... 19
Figure 3. 3 Teachers attending school daily ...................................................................... 19
Figure 3. 4 Teachers' Punctuality ..................................................................................... 20
Figure 3. 5 Teachers' individual attention ........................................................................ 20
Figure 3. 6 Teachers' qualification .................................................................................... 21
Figure 3. 7 Teachers performing their duties well ............................................................ 21
Figure 3. 8 Corporal punishment ..................................................................................... 21
Figure 3. 9 Condition of School Building ........................................................................... 22
Figure 3. 10 Maintenance of School Building ................................................................... 22
Figure 3. 11 School Building for Education Purposes ....................................................... 22
Figure 3. 12 Availability of free Course Books .................................................................. 23
Figure 3. 13 Availability of Library .................................................................................... 23
Figure 3. 14 Facilities for Differently able children ........................................................... 24
Figure 3. 15 Availability of Furniture ................................................................................. 24
Figure 3. 16 Cleanliness in schools .................................................................................... 24
Figure 3. 17 Cleanliness around schools ........................................................................... 25
Figure 3. 18 School Security .............................................................................................. 25
Figure 3. 19 Boundary wall ............................................................................................... 26
Figure 3. 20 Availability of Water...................................................................................... 26
Figure 3. 21 Availability of Clean toilets ............................................................................ 27
Figure 3. 22 Air Ventilation ............................................................................................... 27
Figure 3. 23 Proper lights in School .................................................................................. 28
Figure 3. 24 Extracurricular Activities ............................................................................... 28
Figure 3. 25 Unnecessary demand of money ................................................................... 29
Figure 3. 26 Administration performing their duties ........................................................ 29
Figure 3. 27 Cooperation of school Administration .......................................................... 29
Figure 3. 28 Corruption in Schools .................................................................................... 30
Figure 3. 29 Redressal of Complaints ................................................................................ 30
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1. Introduction
Education is considered a necessary and basic ingredient to survive and excel in
today‟s highly competitive world. Pakistan has to strive to improve the standard
of living of its citizens and make best use of its growing population. To achieve
this objective, a proper schooling system has to be in place to develop the
intellectual capacity of the youth. This would give impetus to the socio-economic
development of the country. Efforts need to be made to strengthen the
educational system by focusing on its weak areas, address its critical gaps to
develop it further.
This Citizen Report Card study was conducted to evaluate the primary and
secondary education services provided by the provincial government in district
Okara, Punjab. The data of this quantitative study was based on a survey from the
relevant sample that experienced the services and is not based on mere perception.
The study explored various aspects of education services. Recommends for
improvement have been provided at the end of the report.
1.1 Background
The Constitution of Pakistan provides for free and compulsory education to all
children between the ages of 5-16 years1.
“Right to education: The state shall provide free and compulsory education to all
children of the age of five to 16 years in such manner as may be determined by
law.”
After the 18th constitutional amendment, education was transferred to federating
units as a move towards provincial autonomy. Before this constitutional
amendment, the federal and provincial governments were responsible for
educational planning, policy making, curriculum development, syllabus, and
maintaining standards of education2. After this amendment. the citizens were
expecting improvements in the education sector in general and key education
indicators in particular, because the respective provincial governments were in a
better position to address educational problems of its provinces.
1 Article 25(A), The Constitution of Pakistan 1973
2 https://nation.com.pk/07-Mar-2018/higher-education-and-the-18th-amendment
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According to Pakistan Education Statistics 2015-16, the educational institutions in
Pakistan have been divided into following categories3:
Pre‐Primary (No separate pre‐primary institutions in public sector for 4.532 million
children) Primary
Middle
High
Higher Secondary
Inter‐Colleges
Degree Colleges
Universities
Technical & Vocational Institutions
Teacher Training Institutions
Non‐Formal Basic Education
Deeni Madaris
The number of primary, middle and secondary schools in Pakistan are4:
Figure 1. 1 Number of schools at Primary, Middle and Secondary level
The above statistics show that 86% of the primary schools are in the public sector.
However, the number of public schools in the middle and secondary sections has
dropped significantly. Only 37 percent of the middle schools and 40 percent of
the secondary schools are in the public domain.
3 http://library.aepam.edu.pk/
4 Pakistan Education Statistics 2015-16
125,573
16,862 12,732
20,256
28,818 19,008
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Primary Middle Secondary
Public Private
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11
Figure 1.2 shows the distribution of students in the primary, middle and secondary
schools. In all the three sections, enrollment in public schools varies between 60
to 65 percent of the total.
Figure 1. 2 Student Enrollment at Primary, Middle and Secondary level
The number of students enrolled drastically reduces from the primary to the
middle and secondary level.5 According to the figures provided by Pakistan
Education Statistics 2015-16, there were 18.751 million students enrolled at the
primary level but at the middle level the numbers dropped to 6.445 million and
further plunged to 3.456 million at the secondary level. The comparison of data
between the year 2011-2012 and 2015-2016 shows a decline of 10 percent in the
enrollment at primary level, while an increase of 4 percent at the middle level and
11 percent at the secondary level (PES, 2015-16)6. Decreased enrollment at
primary level is alarming and if it is because of lack of opportunities, it is the
responsibility of the State to provide access to education for all citizens.
Figure 1. 3 Overall Enrollment Nationally at Primary, Middle & Secondary 2015-16
5 Pakistan Education Statistics 2015-16
6 http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202015-16.pdf
11.461 million
4.039 million
2.227 million
7.290 million
2.403 million
1.209 million
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Primary Middle Secondary
Public Private
18.751
6.445 3.436
Primary Middle Secondary
Enrollment in million
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About 3.2 million children in Punjab did not go to school, which included
290,000 children in the 5-9 age group in Lahore district alone.7 However, the
number of out of school children in classes 1-12 from the age bracket of 5-16
years has reduced by 3pc per annum from 25.96 million in 2012-13 to 22.64
million in 2015-16. Punjab has outperformed other provinces by managing to
reduce the number by 6pc per annum from 12.87 million to 9.92 million during
the same period.8 According to the Figure 1.4, girls‟ enrollment as compared to
boys is very low. The enrollment ratio between boys and girls through primary,
middle and secondary level remains almost the same. Girls face considerable
restrictions and lack of educational opportunities as compared to the boys but it
does not diminish their enthusiasm to exercise their right to education.
Figure 1. 4 Enrollment by Gender in Punjab
Another important indicator to determine the standard of education is the teacher
student ratio. As the number of students per teacher gets higher, the performance
of students drops. A suitable class size helps the teacher to give individual
attention to students. A study was conducted in Turkey to identify if there is a
correlation between number of students per teacher and students‟ achievement.
The results showed a moderate negative correlation between the number of
students per teacher and the student‟s achievement. The study revealed that the
cities with greater number of students per teacher tend to have a low achievement
in Turkey's Transition to Higher Education Exam.9
7 https://www.dawn.com/news/1097182
8 https://www.dawn.com/news/1319300
9 https://doi.org/10.1016/j.sbspro.2015.02.335
10.471 million
3.647 million
1.961 million
8.280 million
2.798 million
1.475 million
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Primary Middle Secondary
Boys Girls
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Table 1. 1 Pakistan Teacher student ratio10
Primary Middle Secondary
Pakistan 32 22 24
Punjab 31 23 25
Sindh 28 23 24
KPK 43 16 21
Balochistan 25 16 20
Teacher-student ratio vary widely among developed countries11. In primary
education, the average teacher-student ratio among members of the Organization
for Economic Cooperation and Development (OECD) is just below 16, but ranges
from 40 in Brazil to 28 in Mexico and is 11 in Hungary and Luxembourg.
In 2016 the government of Punjab launched the Enrolment Emergency Campaign
directing the School Education Department (SED) to ensure 95 percent enrolment
of school children. However, the department failed to achieve its own targets12.
According to a report by Academy of Educational Planning and Management
2016, 15 percent schools in Punjab have a single teacher giving classes to
multiple grades13. Besides improving quality of education, low enrollment,
untrained teaching staff and vacant teaching posts are the most critical issues
faced by the government.14.
The Punjab government allocated Rs345 billion for education in the 2017-18
budget, which is 17.51 per cent of the total budget. This budget has been allocated
for development, schemes related to school education, development programmes
of special education and literacy.15 According to 2013-2018 Five Years Education
Reform plan, the government of Punjab is focusing on improving key critical
indicators such as higher enrolment and retention, improved learning outcomes,
quality of education and a better managed, monitored and administered education
sector in tackling the education crisis in Punjab. However, the gains of the
reforms enacted are still fragile.16 The government of Punjab claims that Public-
Private Partnerships helped the accountability and policy making processes and
ensures timely solutions of education problems.17
10
Pakistan Education Statistics 2015-16 (p.27) 11
OECD 2014, p. 447. 12
https://tribune.com.pk/story/1279913/punjab-schools-struggle-overcome-problems/ 13
http://www.aepam.edu.pk/ 14
https://thediplomat.com/2017/11/is-the-province-of-punjab-meeting-its-education-challenge-effectively/ 15
https://tribune.com.pk/story/1426110/punjab-education-budget-increases-10/ 16
https://elections.alifailaan.pk/wp-includes/file/PunjabEducationReport18.pdf 17
https://nation.com.pk/07-Mar-2018/alif-ailaan-releases-report-on-education-reforms-by-punjab-govt
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Figure 1. 5 view of a public school in Okara
A substantial improvement in the school facilities or school infrastructure has
taken place over the last five years.18
The Punjab Education Department collected
data on indicators like availability of boundary wall, drinking water, toilets,
electricity, and condition of school buildings on the province. The Punjab
Education Report 2018 published the results of the study as shown in Figure 1.5.
According to the report there has been an improvement in infrastructure at
primary and secondary school levels. Investment in infrastructure has a positive
influence on the achievements of the students. Research conducted by Earthman,
Glen. (1998) on the Impact of School Building Condition and Student
Achievement, and Behavior shows improvement in students‟ achievements; the
better the environment is, the more positive the impact on students' test scores
is.19
Similar findings were concluded by Berner (1993)20
Figure 1. 6 Infrastructure availability in public schools
21
Citizen Report Card (CRC) is a social accountability tool in which citizens hold
public bodies accountable through their feedback. The system of accountability is
not new in Pakistan such as Ombudsman in the Zia-ul-Haq regime, FIA under
18
Punjab Education Report 2018 19
https://www.researchgate.net/publication/234576815_The_Impact_of_School_Building_Condition_and_St
udent_Achievement_and_Behavior 20
https://www.nap.edu/read/11756/chapter/10#121 21
Punjab Education Report 2018
0 20 40 60 80 100
Percentage of schools with satisfactory…
percentage of schools with electricty
percentage of schools with drinking water
percentage of schools with toilets
percentage of schools with boundary walls
Secondary Schools Primary Schools
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15
Zulfiqar Ali Bhutto‟s leadership, Ihtisab Cell set up by Nawaz Sharif and NAB
through an ordinance by President Pervaiz Musharraf.22
In a broader perspective,
social accountability tools improve government‟s performance and, benefit
citizens.23
CRC study, as a social accountability tool, systematically forwards user
feedback (of the services provided by the government) to the government for
service improvement.24
Table 1. 2 Number of Schools in Okara
Level Male Schools Female Schools
H.Sec. 5 4
High 109 76
Middle 109 176
Primary 584 445
Madressa 59 0
Total 866 701
Source: School Education Department25
The Punjab Government claims to have carried out improvements in its education
system. To verify these claims, TI Pakistan conducted a citizen report card study
in district Okara.26
Okara is a district of Sahiwal division that has three tehsils:
Okara, Depalpur and Renal Khurd27
. According to the School Education
Department of Government of Punjab, Table 1.2 shows the number of schools in
Okara.28
Table 1. 3 Number of students and teachers in Okara
Level Male Students Female Students Male Teachers Female Teachers
H.Sec. 4964 4965 189 116
High 71881 59236 2266 1515
Middle 39906 49421 1087 1602
Primary 92659 54532 1639 1693
sMosque 4557 0 82 15
Total 213967 168154 5263 4941
Source: School Education Department
22
http://sdpi.org/media/media_details179-press-2011.html 23
https://doi.org/10.1108/IJPSM-01-2017-0010 24
https://www.cohesiveindia.org/social-accountability 25
https://schoolportal.punjab.gov.pk/census/schoolInfoNew.asp?distId=393--Okara 26
https://www.politicpk.com/okara-district-uc-list 27
www.pbscensus.gov.pk 28
http://schoolportal.punjab.gov.pk/census/schoolInfoNew.asp?distId=393--Okara
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1.2 Study Objectives
To raise citizen‟s awareness and improve public service delivery mechanism,
Citizen Report Card (CRC) is used as a social accountability tool. CRC has a
survey-based approach that analysis user feedback to determine the quality and
performance of public services.29
The CRC in district Okara measures/evaluates
the availability, functioning, and the quality of education services in the district.
The main objectives of the CRC study were:
1. To evaluate the delivery of education services from the end-user
perspective.
2. To identify gaps in service delivery processes and appraise the good
practices.
3. To provide a quantitative feedback to all the stakeholders, particularly the
education department about the service quality, pointing out weak areas
for future planning and budgeting.
4. To provide a basis for future research in the same area.
1.3 Duration
The estimated duration of the study was four months. It started on October 1,
2017 ended on December 31, 2017. During this period, all work of research
design, data collection and analysis was carried out.
1.4 Scope
The scope of the study is defined to the extent of the content that will be covered
by the means of the research. It means all those things that will be covered in the
study.30
The data collected during this study was based on the sample taken from
district Okara. Hence its findings can only be generalized to that district. The
measurement instrument which was used in data collection process was developed
after a detailed and thorough secondary research. The nature of the data is
quantitative and descriptive statistics is used to formulate the results. Due to
financial and time constraints, this study took data only from Okara district
whereas other districts were excluded from the study.
29
http://www.civicus.org/documents/toolkits/PGX_H_Citizen%20Report%20Cards.pdf 30
http://www.phdthesis.in/scope-of-the-study/
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Figure 2. 1 Enumerators with TI Pakistan representative
2. Research Methods
Research method is an important aspect of research study which has four main
elements; research design, sampling design, data collection and data analysis.31
The
result of a research depends significantly on the appropriateness of these elements
and the manner in which they are executed.32
If inappropriate methodology is used,
or if appropriate methodology is used poorly, the results of a study could be
misleading.
2.1 Research Design
Research design specifies the information that needs to be collected to address the
research questions, the target group and the method of obtaining the information.
Research design identifies sampling frame, sample size, sampling method and the
statistical techniques to analyze the collected data.33
In Citizen Report Card study, normally a survey method is used which has structured
questionnaire to get the user-response by providing possible options to the question.
In this CRC, the respondents were the parents of children enrolled in public schools
of Okara district. In the development of the questionnaire, an integrated approach
was used by applying both deductive and inductive methods.34&35
Through secondary research, a questionnaire was initially developed which was later
validated through a focus group discussion conducted in Okara. A team of dedicated
people were selected for the survey, who were given a detailed briefing on the
subject, the questionnaire and the
objectives of the study. Where
needed, the team translated the
questions into Punjabi for the
respondents to understand it. The
survey was conducted in all the
three tehsils of district Okara.
The experienced enumerators
also included females.
After collecting the data, it was
analyzed on IBM SPSS software.
The results were compiled with graphical representation for easy understanding.
31
http://libguides.usc.edu/writingguide/methodology 32
https://www2.gwu.edu/~litrev/a06.html 33
http://libguides.usc.edu/writingguide/methodology 34
https://doi.org/10.1108/13522759910270016 35
Marina Cardoso de Oliveira Lucy Leal Melo-Silva Maria do Céu Taveira Randolph C. Grace , (2016),"Measuring
university-to-work success: development of a new scale", Career Development International, Vol. 21 Iss 1 pp. 85 - 104
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2.2 Focus Group Discussion
The Focus Group Discussion is an important aspect of CRC as it provides qualitative
input into the research.36
On 18th
October 2017, a focus group discussion, conducted
in district Okara, helped to validate the
questionnaire and modify it before
finalization. Teachers, parents and
members from civil society organizations
participated in the discussion. Initially
the questionnaire was developed through
secondary sources based mainly on
previous researches, newspaper articles
and information given on relevant
websites. In the focus group, each
Figure 2. 2 Focus Group Discussion question was discussed in detail exploring
multiple facets of services provided and their implications on users. The participants
also gave valuable input and shared their experiences making it more holistic.
Several aspects of education services were discussed including teachers‟ behavior,
their punctuality, extra-curriculum activities, learning output, availability of drinking
water, toilets, boundary walls and communication of parents with school
management. The session was moderated by the Project Coordinator of TI Pakistan.
In the end, 32 questions were finalized.
2.3 Sample Technique and Size
This CRC study adopted a non-probabilistic convenience sampling approach. The
selection of this approach is based on previous studies, available time and financial
constraints. However, sample was taken from all three tehsils of district Okara from
diversified groups of people including minorities. This approach is not new as
majority of the survey researches follow the same sampling technique. The total
sample size was 200 which is a suitable to address the research questions and to
draw a generalization about the district.
2.4 Instrument of Data Collection
Choosing an instrument for data collection is an important part of the research as it
directly influences the results. The instrument of data collection for this CRC is a
questionnaire containing 32 items. Each item has few options based on the type of
the required data. The questions asked in this CRC were about teachers, school
management, quality of education, school infrastructure, and facilities available at
school.
36
https://www.odi.org/publications/5695-focus-group-discussion
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3. Analysis and Results
A total of 27 questions were analyzed in the report. The response of each question
is presented separately. Out of 200 respondents, 59 percent were females while 41
percent were males.
Table 3. 1 Gender
Frequency Percent
Male 83 41.5
Female 117 58.5
Total 200 100.0
Among the 200 respondents, 45 percent were from
Okara,25 percent from Depalpur and 30 percent from
Renala Khurd. Respondents were selected to represent each tehsil.
Table 3. 2 Tehsil
Frequency Percent
Depalpur 51 25.5
Renala Khurd 60 30
Okara 89 44.5
Total 200 100
Q.1. Do the teachers attend school daily?
The objective of this question was to determine
punctuality from user point of view.
Table 3. 3 Teachers' attending school daily
Frequency Percent
Yes 196 98
No 4 2
Total 200 100
According to our findings, 98 percent responded “Yes”
while only 4 percent responded „No‟. With the
introduction of biometric attendance in schools,
punctuality of students, staff and teachers has been improved.37
The biometric
system would be more beneficial if the attendance of students and teachers of
each school are checked on tablets in real time.
37
https://www.thenews.com.pk/print/286507-system-to-check-attendance-of-students
Yes 98%
No 2%
Figure 3. 3 Teachers' attending school daily
Male 41%
Female 59%
Figure 3. 1 Gender
Depalpur 25%
Renala Khurd 30%
Okara 45%
Figure 3. 2 Tehsil
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Q2. Are the teachers punctual?
In the school system, punctuality is one indicator which determines teachers‟
commitment with their profession. Particularly in villages where students cover a
long distance to reach school, it is a great loss for them to wait for their teachers
to take classes.
According to our survey, 97 percent responded that teachers
are punctual and they come to school on time.
Table 3. 4 Teachers' Punctuality
Frequency Percent
Yes 195 97.5
No 5 2.5
Total 200 100.0
Q.3 Do the teachers give individual attention to their students?
A number of researches support the argument that teachers‟ individual attention is
beneficial for students.38
A research in British Journal of Educational Psychology
points out two important characteristics of a good teacher. One of them is their
ability to engage students individually in learning activities.39
Table 3. 5 Teachers' individual attention
Frequency Percent
Yes 185 92.5
No 3 1.5
To some extent 12 6.0
Total 200 100.0
According to this CRC, 92 percent responded that teachers pay
individual attention, while 6 percent responded to some
extent.
Q.4 Are you satisfied with the qualification and abilities of the teachers?
Many researches have been carried out on teacher qualifications and teacher
education programmes and their effect on the quality of teaching. In the Journal
of Education for Teaching, the research findings show that teachers‟ exposure to
38
http://www.teachthought.com/pedagogy/ho-to-give-students-individual-attention-in-a-busy-classroom-
carousel-day/ 39
British Journal of Educational Psychology (2001), 71, 185-201
Yes 92%
No 2%
To some extent
6%
Figure 3. 5 Teachers' individual attention
Yes 97%
No 3%
Figure 3. 4 Teachers' Punctuality
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21
new knowledge and perspectives has an impact on their classroom practice and
their influence on school-wide practices.40
72 percent respondents were satisfied, while 25 percent were
satisfied to some extent
Table 3. 6 Teachers' qualification
Frequency Percent
Yes 145 72.5
No 6 3.0
To some extent 49 24.5
Total 200 100.0
Q.5 Are the teachers performing their duties well?
In response to this question, the analysis shows
that 79 percent responded „Yes‟, while 19 percent responded
„To some extent‟ and 2 percent responded „No‟
Table 3. 7 Teachers performing their duties well
Frequency Percent
Yes 158 79.0
No 5 2.5
To some extent 37 18.5
Total 200 100.0
Q.6 Are there any incidents of corporal punishment in schools?
There is a complete ban on corporal punishment in the
Punjab‟s schools.41
Table 3. 8 Incidents of Corporal Punishments
Frequency Percent
Yes 23 11.5
No 120 60.0
To some extent 57 28.5
Total 200 100.0
40
Ruth Williams (2011) The contribution of gaining an academic qualification to teachers‟ professional
learning, Journal of Education for Teaching: International research and pedagogy, 37:1, 37-49 41
http://www.glxspace.com/2018/01/27/notification-complete-ban-corporal-punishment-punjab-school-
education-department/
Yes 79%
No 2%
To some extent 19%
Figure 3. 7 Teachers performing their duties well
Yes 11%
No 60%
To some extent 29%
Figure 3. 8 Corporal punishment
Yes 72%
No 3%
To some extent 25%
Figure 3. 6 Teachers' qualification
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However, according to this survey, 11 percent responded that the practice is still
continuing in public schools of Okara. While 60 percent responded No, and 29
percent responded that the practice is continuing to some extent.
Q.7 Are the school buildings in good condition?
According to Punjab Education Statistics 2015-16, out of 52,314 schools 17,041
buildings need repair while 6,323 are in poor condition and 150 schools do not
have any buildings at all.
Table 3. 9 Condition of School Building
Frequency Percent
Poor 17 8.5
Good 183 91.5
Total 200 100.0
According to this CRC report of Okara, 8 percent responded
“Poor” that the buildings are not in good condition and need
repairing while 92 percent respondents were satisfied with the
condition of the school buildings in district Okara.
Q.8 Is the school building maintained properly by the school administration?
If the school building is in good condition, does the administration
frequently repair it? 94 percent responded „Yes‟
and agreed that the school administration repaired the
building regularly while only 6 percent responded „No‟.
Table 3. 10 Maintenance of School building
Frequency Percent
Yes 189 94.5
No 11 5.5
Total 200 100.0
Q.9 Is the school building used only for education
purposes only?
School is a place where education is imparted to the
students, and the place and its resources should only be used
to serve this purpose.
Table 3. 11 School Building for Education Purposes
Frequency Percent
Yes 183 91.5
No 17 8.5
Total 200 100.0
Yes 8%
No 92%
Figure 3. 9 Condition of School Building
Yes 94%
No 6%
Figure 3. 10 Maintenance of School building
Yes 91%
No 9%
Figure 3. 11 School Building for Education Purposes
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According to this survey, 91 percent responded that the school buildings are only
used for education purposes, while 9 percent of them responded that the building
is used for other purposes too.
Q.10 Are free course books provided by the government easily available?
The government of Punjab has taken measures to provide free text books to all
students till matriculation. Some of the digital material is also available on the
website with audio and video support.42
Table 3. 12 Availability of Free Course Books
When the respondents were asked whether free text books are
available, 53 percent responded „Yes‟ while 44 percent
respondents informed that they got some of the books.
Q.11 Is there a library in your school?
School libraries provide young minds food for thought. They have a significant
impact on the achievements of students43
. Libraries not only provide knowledge
on various subject but also increases the appetite for students to learn something
new. Students demonstrate high achievements in schools where there is an
established library.44
For the promotion of education, the Punjab government established e-libraries in
20 districts of the province.45
About the question whether schools have libraries,
54 percent responded „No‟ while 46 responded „Yes‟.
Table 3. 13 Availability of library
42
http://elearn.punjab.gov.pk 43
www.asla.org.au/site/defaultsite/filesystem/documents/research.pdf 44
American Library Association 45
https://www.pitb.gov.pk/
Frequency Percent
Yes 106 53.0
No 6 3.0
Given Incomplete course
books
88 44.0
Total 200 100.0
Frequency Percent
Yes 92 46.0
No 108 54.0
Total 200 100.0
Yes 46%
No 54%
Figure 3. 13 Availability of Library
Yes 53%
No 3%
Given Incomplete Course
Book 44%
Figure 3. 12 Availability of free Course
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Q.12 Are there any facilities for differently-abled children in the school?
During the FGD, participants pointed out this issue which needed to be asked
from the respondents. To the question, 99 percent responded „No‟ that extra
facilities are not available for differently-abled children. They also demanded new
schools with trained staff to educate such students.
Table 3. 14 Facilities for Differently able children
Q.13 Is the essential furniture available at your child’s
school?
People have different interpretation about essential furniture. During our survey
lots of people mentioned benches, tables, cupboards as essential furniture that are
required in schools. In our survey, 93 percent responded “yes” that schools have
the essential furniture, only 6 percent gave a negative response
Table 3. 15 Availability of Furniture
Frequency Percent
Yes 187 93.5
No 12 6.0
To some extent 1 .5
Total 200 100.0
In Pakistan while the government is providing essential furniture in all
schools, in developed countries, researchers are discussing the
impact of furniture design on students‟ learning. It was found
that children showed a modest but significant improvement in on- task
behaviour and a marked change in sitting positions following the
introduction of the newly-designed furniture 46
Q.14 Is cleanliness satisfactory in the school?
A recent survey shows an impact of cleanliness on students‟
performance and their retention rate in school. 44 percent
students draw a direct link between their performance and
cleanliness around them.47
46
Knight, G., & Noyes, J. (1999). Children‟s behaviour and the design of school furniture. Ergonomics,
42(5), 747–760 47
https://visual.ly/community/infographic/education/how-cleanliness-can-impact-performance-schools
Frequency Percent
Yes 3 1.5
No 197 98.5
Total 200 100.0
Yes 1%
No 99%
Figure 3. 14 Facilities for Differently able children
Yes 93%
No 6%
To some extent
1%
Figure 3. 15 Availability of Furniture
Yes 96%
No 4%
Figure 3. 16 Cleanliness in schools
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Table 3. 16 Cleanliness in schools
Frequency Percent
Yes 192 96.0
No 8 4.0
Total 200 100.0
According to our CRC findings, 96 percent responded that schools are clean while
only 4 percent responded in the negative.
Q.15 Is the surrounding of the school clean?
Majority of the survey participants responded positively
about the cleanliness of schools. However, it was
equally important for a school‟s administration to keep
the school‟s surrounding clean as well. According to the
findings of CRC, 97 percent of the respondents found
schools‟ surroundings clean.
Table 3. 17 Cleanliness around schools
Frequency Percent
Yes 195 97.5
No 5 2.5
Total 200 100.0
Q.16 Is there reasonable arrangement of security in the school?
After the Peshawar school attack, school security has been a serious concern of all
parents. In the whole country, schools have been categorized according to the
perceived threat assessment. Standard operating procedures
are also issued which include raising boundary walls, hiring
security guards and installing closed-circuit camera systems.48
Table 3. 18 School Security
Frequency Percent
Yes 137 68.5
No 63 31.5
Total 200 100.0
According to this CRC, 68 percent responded that there is
reasonable arrangement of security in the schools, while 32
percent are not satisfied.
48
https://www.dawn.com/news/1155110
Yes 68%
No 32%
Figure 3. 18 School Security
Yes 97%
No 3%
Figure 3. 17 Cleanliness around schools
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Q.17 Do the schools have boundary walls?
Another question related to the security of schools is the presence of boundary
wall. In case of female educational institutes, it is one of the most essential
requirement. According to the results, 98 percent
responded „Yes‟ that schools have boundary walls. The
results are consistent with Pakistan Education Statistics
2015-16.49
Table 3. 19 Boundary wall
Q.18 Is drinking water available in your school?
Water helps in digestion, blood circulation and makes up more than half of
children‟s body weight and is needed to keep all parts of the body to function
properly.50
UNICEF pointed out that lack of safe water and sanitation on
educational institutions affect children‟s learning.51
Considering its importance, a question was asked in the survey about the
availability of drinking water in schools. According to the findings 33 present of
the respondents reported that drinking water is not available in the schools of
Okara while 67 percent responded that it is available.
Table 3. 20 Availability of Water
Frequency Percent
Yes 135 67.5
No 65 32.5
Total 200 100.0
Access to tap water is very low in rural areas - 13 per cent - as
compared to 43 per cent in urban areas of Punjab. The quality of
this drinking water is questionable as the major source of the water is through the
use of hand pumps.52
49
Pakistan Education Statistics 2015-16, p-29 50
https://pediasure.co.za/child-nutrition/why-water-is-important-for-children 51
https://www.unicef.org/media/media_53234.html 52
https://nation.com.pk/03-Dec-2017/provision-of-safe-drinking-water-top-priority-of-punjab-govt
Frequency Percent
Yes 197 98.5
No 3 1.5
Total 200 100.0
Yes 98%
No 2%
Figure 3. 19 Boundary wall
Yes 67%
No 33%
Figure 3. 20 Availability of Water
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Q.19 Are clean toilets available in schools?
According to a study water, sanitation and hygiene in schools
contribute to better health and educational outcomes
among school-aged children.53
It is surprising to mention
that many schools in our country are deprived of this basic
facility.54
The situation in Punjab, however, is much better.55
According
to this CRC, 97 percent responded that clean toilets are
available in the public schools of Okara.
Table 3. 21 Availability of clean toilets
Frequency Percent
Yes 194 97.0
No 6 3.0
Total 200 100.0
Q.20 Do the schools have a proper ventilation system?
School is the place where young people spend most part of their day. A proper
ventilation system helps maintain good indoor air quality. There are other
elements as well which maintain temperature at a comfort level; like heating and
air-conditioning.
The right of children to have good air quality at school is recognized worldwide
and many efforts are made to ensure it.56
According to this CRC, 98 percent of respondents said that the
schools are properly ventilated to provide fresh air to students
during hot season.
Table 3. 22 Air Ventilation
Frequency Percent
Yes 197 98.5
No 3 1.5
Total 200 100.0
53
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4483696/ 54
Pakistan Education Statistics 2015-16, p-142 55
Pakistan Education Statistics 2015-16, p-143 56
https://www.rehva.eu/publications-and-resources/rehva-journal/2011/022011/ventilation-systems-and-iaq-
in-school-buildings.html
Yes 97%
No 3%
Figure 3. 21 Availability of Clean toilets
Yes 98%
No 2%
Figure 3. 22 Air Ventilation
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Q.21 Are the schools well lit?
Comparing to the International Standards where a certain level of light is
maintained for proper visibility, it could not be ascertained that such standards are
being followed in government run schools.
According to British and European Standard 12464-1 (Lighting of Indoor Work
Places), the recommended lux57 levels applicable to schools listed by the
application are58
Corridors: 100 lux
Foyers, entrance halls, canteens: 200 lux
Libraries, sports halls, gymnasiums, lecture theatres,
classrooms, computer rooms: 300 lux
Laboratories, kitchens: 500 lux
Technical drawing room: 750 lux
Table 3. 23 Proper lights in Schools
Frequency Percent
Yes 194 97.0
No 6 3.0
Total 200 100.0
According to the survey, 97 percent responded that the schools were well lit while
only 3 percent responded they were not.
Q.22 Are extra-curricular activities organized in school?
Research indicates that participation in extracurricular activities affects students‟
academic performance but the effect depends on the specific activities in which
the students are involved.59
According to the CRC in Okara, 50 percent responded that
extra-curricular activities are organized, while the other 50
percent gave a negative response.
Table 3. 24 Extracurricular Activities
Frequency Percent
Yes 101 50.5
No 99 49.5
Total 200 100.0
57
The lux (symbol: lx) is the SI derived unit of illuminance and luminous emittance 58
https://www.lyco.co.uk/advice/lighting-for-schools-colleges-and-universities/ 59
https://www.kon.org/urc/v5/fujita.html
Yes 97%
No 3%
Figure 3. 23 Proper lights in School
Yes 50%
No 50%
Figure 3. 24 Extracurricular Activities
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Q.23 Do schools’ administration make unnecessary demands for money from
students?
There are many complaints regarding private schools charging/taking unnecessary
money from the students. Whether this practice exists in public schools in Okara,
the survey included a question about it.
Table 3. 25 Unnecessary demand of money
Frequency Percent
Yes 21 10.5
No 179 89.5
Total 200 100.0
The result showed that 90 percent of the respondents said that
no such demand was made from them, while 10 percent
responded „Yes‟.
Q.24 Is the school administration performing their duties?
In another question, respondents were asked whether the
school administration performed its duties. Among the
three given options, 67 percent responded „Yes‟ 30 percent
responded „to some extent‟ and 3 percent responded „No‟.
Table 3. 26 Administration performing their duties
Q.25 Does the school administration cooperate with parents?
Cooperation between school and parents makes the educational process
effective. In response to this question whether school administration
cooperates with parents, 98 percent responded that school‟s
administration cooperate with parents in district Okara
Table 3. 27 Cooperation of school Administration
Frequency Percent
Yes 196 98.0
No 4 2.0
Total 200 100.0
Frequency Percent
Yes 135 67.5
No 6 3.0
To some extent 59 29.5
Total 200 100.0
Yes 10%
No 90%
Figure 3. 25 Unnecessary demand of money
Yes 67% No
3%
To some extent 30%
Figure 3. 26 Administration performing their duties
Yes 98%
No 2%
Figure 3. 27 Cooperation of school Administration
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Q.26 Is the school administration involved in any corruption?
Gross irregularities and charges of corruption have been
reported in the news in which NAB took action.60
In
order to get the feedback from the citizens, this question
was asked from them. 95 percent responded „No‟.
However, 5 percent responded „Yes‟.
Table 3. 28 Corruption in Schools
Frequency Percent
Yes 11 5.5
No 189 94.5
Total 200 100.0
Q.27 Does the school administration respond to your complaints?
According to this survey, 97 percent respondent reported that their complaints are
addressed by the school administration. Most of these complaints are
informal. The headmasters/teachers listen to such complaints and address
them accordingly.
Table 3. 29 Redressal of Complaints
Frequency Percent
Yes 194 97.0
No 6 3.0
Total 200 100.0
60
https://tribune.com.pk/story/1642242/1-tower-corruption-irregularities-rs173-million-unearthed-daanish-
schools-lahore-city/
Yes 5%
No 95%
Figure 3. 28 Corruption in Schools
Yes 97%
No 3%
Figure 3. 29 Redressal of Complaints
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4. Recommendations
Out of 27 questions analyzed, the results show that the situation is satisfactory in
the Education sector in district Okara. However, certain areas need further
improvement. Our recommendations with respect to these areas are listed below:
1. Although teachers give individual attention to the students, it should be
improved by taking it to a higher level. This may include strategic seating,
effective grouping, use of technology or project base learning.
2. More emphasis should be given to effective implementation of the training
system and evaluation of the teachers. They should be equipped with modern
teaching methodologies and assessment tools which will help them to teach
better.
3. Although corporal punishment is prohibited in the province, it is still practiced
in some parts of the district. The government should ensure the
implementation of the policy. Teachers should be provided training of using
alternative ways to motivate students towards desired behaviors.
4. The government should ensure that safe drinking water is available in the
public schools as the ground water, the main source of drinking water in the
province, is polluted.
5. Extra-curricular activities enhance learning experience. Keeping in view the
security reasons, extra-curricular activities should be carried out within the
premises of schools along with co-curricular activities. Arts, literature, science
clubs should be established. Sports facilities should be arranged for the school
children. The idea of academic competitive teams is also very useful for
students‟ development.
6. Free text books for all subjects and uniforms should be made available for
each student in a transparent manner.
7. To strengthen security in schools, security drills should be made part of school
learning. Parents should also be informed about the security measures taken
by the school administration.
8. The school library and the science laboratory is integral to the teaching and
learning process. All students should have access to a library preferably within
the school premises.
9. Facilities for students with disabilities should be made available so that they
are able to attend regular school. The government should address the
challenges that may be faced by the school administration to set up these
facilities.
10. It should be made sure that all school buildings should be used only for
educational purposes only.
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5. References
1. Article 25(A), The Constitution of Pakistan 1973 2. Academy of Educational Planning and Management; http://library.aepam.edu.pk/ 3. Pakistan Education Statistics 2015-16 4. The Impact of Number of Students per Teacher on Student Achievement
https://doi.org/10.1016/j.sbspro.2015.02.335 5. The Organization for Economic Co-operation and Development OECD 2014, Report p. 447. 6. Academy of Educational Planning and Management; http://www.aepam.edu.pk/ 7. Alif Ailaan ; https://elections.alifailaan.pk/wp-includes/file/PunjabEducationReport18.pdf 8. Punjab Education Report 2018 9. The Impact of School Building Condition and Student Achievement, and Behavior
https://www.researchgate.net/publication/234576815_The_Impact_of_School_Building_Condition_and_Student_Achievement_and_Behavior
10. Importance of Citizen Report Card is Vital to Ensure Social Accountability http://sdpi.org/media/media_details179-press-2011.html
11. Social Accountability and Healthcare Delivery; https://www.cohesiveindia.org/social-accountability
12. Pakistan Bureau of Statistics ;www.pbscensus.gov.pk 13. USC Libraries: Research Guides http://libguides.usc.edu/writingguide/methodology 14. Tools for Preparing Literature Review ;https://www2.gwu.edu/~litrev/a06.html 15. Marina Cardoso de Oliveira Lucy Leal Melo-Silva Maria do Céu Taveira Randolph C. Grace ,
(2016),"Measuring university-to-work success: development of a new scale", Career Development International, Vol. 21 Iss 1 pp. 85 – 104
16. Research tools: Focus group discussion https://www.odi.org/publications/5695-focus-group-discussion
17. How to Give Students Individual Attention In A Busy Classroom-Techthough http://www.teachthought.com/pedagogy/ho-to-give-students-individual-attention-in-a-busy-classroom-carousel-day/
18. British Journal of Educational Psychology (2001), 71, 185-201 19. Ruth Williams (2011) The contribution of gaining an academic qualification to teachers’
professional learning, Journal of Education for Teaching: International research and pedagogy, 37:1, 37-49
20. Knight, G., & Noyes, J. (1999). Children’s behaviour and the design of school furniture. Ergonomics, 42(5), 747–760
21. Visually: https://visual.ly/community/infographic/education/how-cleanliness-can-impact-performance-schools
22. Why Water Is Important for Children – Pediasure https://pediasure.co.za/child-nutrition/why-water-is-important-for-children
23. Lack of safe water and sanitation in schools affects children’s learning – and their lives – UNICEF ;https://www.unicef.org/media/media_53234.html
24. Mitchell R.B & Weiler Susan (2011), Developing next-generation climate change scholars, Journal of Environmental Studies and Sciences, Volume 1, Number 1 / 2011
25. Ventilation systems and IAQ in school buildings; https//www.rehva.eu/publications-and-resources/rehva-journal/2011/022011/ventilation-systems-and-iaq-in-school-buildings.html
26. The Effects of Extracurricular Activities on the Academic Performance of Junior High Students https://www.kon.org/urc/v5/fujita.html
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